Kelly Mill ES 1
2015-18 Executive Summary
Continuous Improvement Goal
(Schools determine the number of goals)
Utilizing the ten standards found within the
TKES process, KME will focus on responding
to the essential question: “What is effective
mathematics instruction in a learnerdirected environment?”
1. Providing specific and descriptive
feedback at all levels of learning
2. Vertical teaming around common
core standards and TKES standards
3. Increased utilization of specific
academic math vocabulary
4. Increased differentiation across
math instruction
5. Streamlined schoolwide RTI
6. Reorganization of vertical TEAMS to
align with the tenets of “We Are
Kelly Mill”
7. Schoolwide implementation of class
meetings
8. Implementation of “Wisdom Hour”
AdvancED Standards
(Check all that apply)
Purpose and Direction
Teaching and Assessing for
Learning
Resources and Support
Systems
Support from FCS Depts.*
(List all that apply)
Math specific professional
development regarding CCGPS –
Brian Lack
ItsLearning support – Jackie
Aurisch
Continued flexibility with schoolbased decisions regarding
securing resources, specifically
regarding math
Technology support for
instructional latitude with
resources that are directly
aligned to CCGPS and the TKES
standards for differentiation
* FCS Depts:
Educational Leadership
Facilities
Finance & Operations
Food & Nutrition Services
Human Resources
Public Inf. & Communications
School Safety & Discipline
Special Education
Student Support Services
Superintendent
Teaching & Learning
Technology & Inf. Services
Transportation
Kelly Mill ES 2
2015-16 School Improvement Plan
Continuous Improvement Goal:
Kelly Mill Elementary will enhance the student centered learning environment in which teaching and learning occur at high
levels and students are self-directed learners.
SMART Goal:
See Step 3 (DMR): Establish SMART Goals
KME students will demonstrate increased levels of a positive and academically challenging environment in mathematics as measured
by TKES standards 7 and 8, as well as student work performance.
Actions, Strategies and
Interventions
(Includes Prof. Learning Plan)
Impact on Student and Adult
Behavior
(“If…then...” Statements)
See Step 4 (DMR):
Select Specific Strategies
See Step 5 (DMR):
Determine Results Indicators
KME students will demonstrate increased
levels of an academically challenging
environment in mathematics as measured
by TKES standards 7 and 8 and student
work performance.
Increase the use of academic
vocabulary during math instruction.
Schoolwide RTI plan
Use perception data to collect a baseline
and measure change and growth as
compared with pre and post surveys.
Timeline
Resources Needed?
Who is
Responsible?
If teachers increase the quality and
quantity of challenging instruction,
then students will increase their
level of understanding and
achievement with regard to higher
levels and increased self –directed
learning.
Ongoing
throughout the
2015-2016 school
year.
Professional learning
If teachers consistently utilize the
proper math vocabulary in their
instruction, then students will
become more competent, and
acquire a more comprehensive
understanding of the math
concepts.
Ongoing
throughout the
2015-2016 school
year.
Time for teachers to
collaborate
If teachers are cognizant of their self
perceptions in their confidence
levels in teaching math, then they
will be more likely to focus on
building their strength in math
instruction and therefore their
confidence too
Ongoing
throughout the
2015-2016 school
year.
Perception surveys
Time for teachers to
collaborate
KME Admin
All KME teachers
Time for teachers to
collaborate
Kelly Mill ES 3
Describe how your SMART Goal will be monitored throughout the year:
See Step 6 (DMR): Monitor and Evaluate Results
We plan to monitor progress through the provision of multiple collaborative forums across the school year
(grade level meetings with admin, leadership meetings, faculty meetings, etc) and informal and formal
observations utilizing the TKES standards.
2015-16 Professional Learning Plan
Professional Learning Goal(s):
To increase mathematical knowledge in the area of instruction.
Connection to Continuous Improvement Goal(s):
Mathematics instruction specifically tied to personalized learning.
Date
July 30
Pre-Planning
July 31
Pre-Planning (District)
August 3
Pre-Planning
August 4
Pre-Planning
August 5
Pre-Planning
August 10
Grade level meeting with admin
August 17
Grade level meeting with admin
August 19
ItsLearning Training
September 2
Early Release/Prof. Dev. (District)
September 7
Grade level meeting with admin
September 14
Grade level meeting with admin
October 5
Grade level meeting with admin
October 23
# Hours
Description of Learning Activities
4.0
GL collaboration
8.0
ItsLearning training, GL collaboration
4.0
“We Are Kelly Mill” collaboration at Midway Park
4.0
Grade level collaboration
4.0
Grade level collaboration
0.5
TKES pre-conf, ItsLearning, Getting to Team
0.5
IST/SST, ELL
0.75
Planner and site training with Jackie Aurisch
3.0
Data Teams, Grade level collaboration
0.5
F&P assessments, IST/SST, ItsLearning
0.5
RTI plans
0.5
RTI plans, IST/SST, McKenna and Stahl cognitive model
Kelly Mill ES 4
Prof. Dev. Day (District AM/School PM)
January 4
Prof. Dev. Day (School)
February 16
Prof. Dev. Day (District AM/School PM)
May 31
Post-Planning
June 1
Post-Planning
TOTAL HOURS:
3.0
TBD
TBD
TBD
TBD
TBD
Learning Targets, Grade level collaboration